فصلنامه توسعه ی آموزش جندی شاپور
سال چهاردهم شماره 2 (پیاپی 47، تابستان 1402)

In the review of the educational resources of Islamic education courses, it can be seen that in the preparation of the texts and educational content of these courses, not enough attention has been paid to the specialization and field of study of the learners; While there is this capacity for some Islamic education courses to have a stronger relationship with other experimental sciences, professional specialties and the study field of the learners.On the other hand, the teaching of these courses over many years has revealed the pathology of these courses and the evaluation of the performance of Islamic education groups. It has also led the decision-makers to the attitude that the presentation of these lessons in the current way has been effective and how it has achieved its mission in the field of individual and social life of the target community in various fields of science.Students of medical sciences universities will work professionally in a field that is completely practical and experimental and related to the realities of people's health and life. Based on this, it is logical that the educational content of Islamic education courses, including the Islamic ethics course, should be compiled and taught in a special way based on professional needs for these students to meet their needs. Therefore, investigating the feasibility and necessity of presenting Islamic ethics lessons with a health-oriented approach in the field of medical topics and providing a general framework for determining health-oriented topics and topics is the main goal of this research.

This study was conducted with a qualitative approach in the academic year of 2018-2019 at Isfahan University of Medical Sciences. The study aims to improve the quality of services, which is formed with a need-oriented attitude and concern for content development. The purposeful sampling includes 22 professors of Islamic ethics course in Isfahan University of Medical Sciences, experts in the field of Islamic education and experts in the field of health and familiar with the topics of the field of Islamic education.The research tool is a researcher-made questionnaire containing six open-ended questions, four of which are about the possibility of presenting this course with a health-oriented approach according to its dimensions (possibility according to the objectives of the lesson, possibility according to the approved headings, possibility according to the four dimensions of health, and possibility according to the background) The fifth question is about the usefulness and necessity of this approach for medical students, and the sixth is a request to suggest appropriate topics for this course with a health-oriented approach. In terms of content validity, the questionnaire was reviewed and approved by experts and professors who are experts in the field of health and familiar with Islamic teachings. The implementation of this project was carried out in three stages. In the first stage, the meeting of the specialized committee on Islamic ethics was held with the presence of the professors of this course. After presenting the topic and explanations and obtaining informed consent, people presented their views and after discussion and exchange of views, the views of the attendees were collected. After the meeting, the head of the committee extracted the data from the questionnaires about each of the questions and the frequency of each answer was determined as a percentage. In the second stage, the results of the expert committee meeting were presented in the meeting of experts who are experts in the field of Islamic ethics. And after the discussion and exchange of opinions, the agreed opinion of the majority was determined in the meetings of the specialized committee and experts. In the third stage, due to the interdisciplinary nature of the topics, it was necessary for expert professors from the field of health, who are familiar with the topics of Islamic education, to choose and express their opinion. After the purposeful selection of health expert professors in the meeting of experts, the results were sent to them and after their comments, the final summation of these three stages was done and the view based on the opinion of the majority was extracted.

This study was conducted with the aim of investigating the feasibility and necessity of presenting a lesson on Islamic ethics with a health-oriented approach and providing a framework of proposed headings for revising this lesson with a qualitative and developmental method. The results showed that the health-oriented approach in the course of Islamic ethics is possible for the majority of the participants in this research in terms of goals, topics, background and dimensions of health. And its presentation is useful and necessary for medical students. The opinion of most professors and experts on the usefulness and necessity of the health-oriented approach in the course of Islamic ethics shows the necessity of trying to pay attention to the interdisciplinary topics of Islamic education and the field of health. Paying attention to this approach can provide the context for transformation, modernization and efficiency of this lesson.

All the participants found it possible, necessary and useful to present Islamic ethics lessons with an approach to the medical profession according to the goals, headings, four dimensions of health and its background, and while providing documentation and reasons, they suggested headings and topics with this approach. Based on this, providing a course on Islamic ethics with an approach to health topics is not only possible, but also necessary, and attention will be paid to the professional needs of medical students. In addition, it is the source of dynamism and efficiency of this course and attention to interdisciplinary topics in the field of health and Islamic education.

The formation of the universal higher education motto and the increase in social demand to enter it has caused the growth and expansion of universities and higher educational institutions in the last few decades. On the other hand, the challenges facing higher education included globalization, knowledge-based economy, etc. have caused universities and higher educational institutions to take quality seriously, because the quantitative growth and expansion of the higher education system, regardless of quality, can cause problems such as academic failure, over-education in some fields, financial and human resources being wasted. The goal of quality improvement was to make customers satisfied. It has not been possible to set a certain ceiling for quality, therefore, the ceiling of quality can be customer satisfaction, which is not fixed, and the needs and wants of the society change every day, and hence the university should improv according to the changing needs of the society. Reliability, accountability, competence, objectivity, friendliness and good image, empathy, security, and proper planning of expenses, shape the dimensions of quality higher education. Today, paying attention to these dimensions of quality has gained increasing importance and many countries of the world have noticed it. Therefore, the need to respond to the society, increase the quality of higher educational institutions in terms of education, research and the supply of specialized services; and also many other factors are among the reasons for paying attention to the quality of educational systems and the basis for the formation of national and international evaluation and validation institutions. The aim of the current research was to provide a genuine management model with the country's higher educationak system using the foundation data method.

research method according to the purpose was fundamental-applied; while it was (qualitative) of the exploratory type according to the type of data; and according to the time of data collection, it was cross-sectional; and according to the method of data collection or the nature and method of the research, it was a survey too. The statistical population of the research included higher education experts. To determine the samples, a non-random sampling method was used, consequently, a number of 20 people were considered as the sample size using the principle of saturation. Semi-structured interview tools were used to collect data. In order to ensure the validity of the instrument in the qualitative part of the research and to ensure the accuracy of the findings from the researcher's point of view, the valuable opinions of professors familiar with this field and university experts who were professionals and informed in this field were asked, next the retest reliability and internal agreement method were used. A topic was used to calculate the reliability of the conducted interviews. Finally the method of data analysis in the qualitative part was the foundational data theory model and the interview method.

In this research, the main source of data was the study of upstream documents and interviews; So that the initial interviews were exploratory and descriptive, and gradually after conducting each interview, the coding of the data from the interviews was done. Through the constant comparison of the data, theoretical codes emerge through open coding, and in the same way, the coding of the 20 interviews and the upstream documents were carried out. The results showed that after content analysis and interviews with experts, the components affecting the compliance of genuine management with the country's higher education system were categorized as knowledge management, genuine leadership and academic organizational climate.Moreover, it included innovative performance, sustainable competitive advantage and educational quality based on the research background, theoretical foundations, interviews with experts and also analyzing the state of dimensions, components and indicators (moving from an unfavorable situation to a favorable one, as well as maintaining and promoting a favorable situation) was the mechanism or implementation strategy of genuine management model adaptation to the country's higher education system. The results of the research presented that among the 92 indicators (items) available, 17 main components can be identified.

To conclude, the components of the core category and in other words the components of the genuine management adaptation model with the higher education system included genuine thinking, genuine commitment and genuine process. In order to adapt the genuine management, they should follow the model proposed by this research as well as to its different levels. In addition, the belief in perfectionism should be instilled in the teaching process to professors, managers and students. For this purpose, the necessary trainings should be provided in order to examine the university's vision and high quality values. The outcomes presented the components of the core category including pure thinking, pure commitment and pure process; and influential components including knowledge management, pure leadership, and academic organizational atmosphere. The subsequent components including innovative performance and sustainable competitive advantage, therefore, the appropriate model indicators showed that the final model of the research had a good fit.

Acquiring clinical skills by paramedical students is one of the determining factors of professional success. Self-assessment is one of the best method for determining knowledge and clinical skills because the learner is a clear and first-hand source for gathering knowledge and practical capabilities, and no one has a clear and unvarnished view of him except him. Clinical success and self-evaluation, as the indicators of the quality of clinical practice, are influenced by several factors, and knowing these factors can be beneficial to improve the quality of clinical practice. Also, some factors, including emotional and social skills, or in the other words, emotional intelligence, are effective on clinical self-evaluation. There are the limited number of studies on factors affecting clinical self-evaluation, and identifying these factors can can be a basis for planning to improve clinical skills; therefore, the present study was conducted with the aim of determining the relationship between clinical self-evaluation and emotional intelligence in paramedical students of Bushehr University of Medical Sciences.

The present research is a descriptive-analytical cross-sectional study. The research population included students of nursing, midwifery, operating room, and anesthesiology at Bushehr University of Medical Sciences. To determine the sample size, the sample size formula was used for regression. Therefore, by including 10 samples for each predictor variable, 130 samples were considered, and according to the probability of 10% drop, the final sample volume was calculated as 143 people; Considering that the sample size is close to the total number of the research community, sampling method was done in census; In this way, all the students of the 4th, 6th and 8th semesters of the mentioned fields (145 students) entered the study in February 2019. The data collection tool included a demographic information form, the standard Sybershring questionnaire emotional intelligence, and a clinical self-assessment questionnaire. The emotional intelligence questionnaire includes 33 items and 5 subscales of self-motivation (7 items), self-awareness (8 items), self-control (7 items), social awareness or empathy (6 items), and social skills (5 items). The range of responses to the items is 5-point Likert (always, often, sometimes, rarely, never), Which is given a score of 1 to 5 from worst to best. The highest score in this test is 165 and the lowest score is 33. The clinical self-evaluation questionnaire is a researcher-made questionnaire that included 13 items related to the clinical evaluation of students. Questionnaire items were compiled using literature review, guidelines and experts' opinions. The response scale for this section was a five-point Likert scale (very high, high, medium, low, and very low), which was assigned a score of 5 to 1 respectively. The minimum and maximum scores that could be obtained were 13 and 65, respectively. Before collecting information, this questionnaire was reviewed and approved by 10 members of the academic staff in terms of face validity and content. Meanwhile, the reliability of the tool was checked by conducting a pilot study on 20 samples and through test-retest and with r = 0.8 approved. Also, the internal correlation of this questionnaire was confirmed with Cronbach's alpha of 0.85. In order to make comparable the fields of emotional intelligence and to understand the scores of the variables, the scores of emotional intelligence, its fields and clinical self-evaluation were converted to a score of 0 to 100 by linear transformation. In the demographic information form, students' views on their educational status were examined with one question, which was divided into three levels: good, average, and poor. Mean, standard deviation, median and frequency tables were used to describe the data. Univariate linear regression was used to analyze the data, followed by hierarchical multivariate linear regression with simultaneous method. Variables that were related to self-assessment dependent variable in univariate regression were entered into multivariate regression. Data were analyzed using SPSS software version 19. For all cases, the significance level was less than 0.05.

The average age was 22.7±2.1 years old. The average score of the written average of the diploma was 16.69 ± 1.58. The mean scores of emotional intelligence and self-assessment were 74.59 ± 9.96 and 59.38 ± 8.54, respectively. Based on the results of univariate regression, age, educational status from the individual's perspective, total emotional intelligence and three areas of emotional intelligence including self-awareness, empathy and skill were related to self-evaluation. Based on the results of multivariate regression in the first model where age and educational status from the individual's perspective were in the model, these two variables together explained 16% of the variance of self-evaluation and the model was statistically significant (P<0.001, F = 8/857). In the second model, when total emotional intelligence was added to the model, the variables in the model explained 20% of the variance of the dependent variable of self-evaluation, and the variance change was statistically significant (P<0.001, F = 8/693). The results of the final model showed that good and average academic status (compared to poor academic status), age and the total score of emotional intelligence are directly related to self-evaluation. There was a positive and significant statistical relationship between emotional intelligence and self-evaluation (P=0.009, β=0.208).

Considering that the acquisition of clinical skills by paramedical students and their confidence that they are capable of performing these skills plays an important role in their career success in the future, and considering that emotional intelligence is directly related to the clinical self-evaluation score; Designing interventions and strategies to increase emotional intelligence in students should be one of the concerns of higher education policy makers. Therefore, it is suggested to include the training of social and emotional skills in the educational program of universities.

Academic progress is one of the important factors in the educational success of students. The motivation of academic progress plays an essential role in achieving the academic goals and successful education of students. Academic achievement motivation refers to a person's desire to improve his or her performance and that of others. This motivation influences students and drives them to learn, strive, and progress.Motivation for academic progress is one of the key factors in the learning process in any educational environment. This motivation increases the energy level and activity of people and leads them towards certain goals. Therefore, not having the motivation to progress can be a factor in reducing the education and failure of students. Research shows that there is a positive relationship between motivation and academic achievement, and this relationship is reported by more than 59%. In addition, the motivation for academic progress can be an important factor in dropping out of school and lack of interest in boys and the reason for marriage in girls.Many students feel hopeless due to having a negative and pessimistic attitude towards their future and not having control over their environment and behaviors. These problems and negative attitudes can lead to a decrease in motivation for academic progress. Improving resilience can have an impact on the adaptability of their lives. Teaching positive psychology can help students to face negative experiences and turn them into positive experiences. Also, this type of training can help students to acquire the ability to repair psychological traumas and overcome difficulties.Therefore, the current research is looking for this issue: What is the effect of positive psychology training in a group on the academic achievement and resilience of medical students?

This research was conducted using a quasi-experimental method and a pre-test and post-test design with a control group and an experimental group. The statistical population of this research was students of Shahid Beheshti University of Medical Sciences in Tehran in 2018. 30 students were selected in two experimental and control groups. The intervention was held in eight weekly sessions, and Connor and Davidson's resilience tools and students' GPA were used to measure academic progress. The content of the intervention included various sessions to promote resilience, including the introduction of capabilities, forgiveness, sense of taste and constructive response.

The results of this study showed that the students of the experimental group who received positive psychotherapy training had higher resilience and academic achievement scores in the post-test phase. Statistical analysis showed that the distribution of grades in the two variables of resilience and academic progress is normal, and the variances and homogeneity of the slope of the regression line are not significant. As a result, positive psychotherapy intervention has a significant effect on increasing resilience scores and academic achievement, and compared to the control group, there is a significant difference between the two groups in these scores, and positive psychotherapy training led to an increase in academic achievement in students. Teaching positive psychological techniques and skills promotes positive communication with oneself, others and the world and increases students' motivation. Also, paying attention to the positive points and good experiences of the past can lead to more positive perceptions of oneself and others and lead people to accept more responsibility for their own worth and recovery. The positivist approach has the main goal of helping people in increasing their academic motivation and increasing their capabilities, positive emotions, commitment, and meaning, which makes their lives fresher and richer. Also, this approach helps to directly increase positive emotions and abilities and helps to personal growth and perfection and mental health of the person. The results show that positive psychotherapy training also increases students' resilience and positive psychology strategies can be effective in improving the level of mental health and well-being. These interventions can be provided in the form of accessible training for people to benefit in improving the quality of life and increasing mental health.

According to the results of this study, teaching positive psychotherapy to medical students leads to improving their academic progress and resilience. Teaching positive psychology techniques and skills can improve positive communication with oneself and others and strengthen students' motivation and confidence. Paying attention to past good experiences and individual strengths can help intensify positive perceptions and facilitate acceptance of responsibilities and improve autonomy. A positive approach helps to increase academic motivation and improve positive emotions, commitment and meaning in life. Also, positive psychotherapy training can improve students' resilience and help improve mental health and personal growth. However, the limitations of this study include a small sample of students and the use of self-report questionnaires, which may have biased the responses. It is suggested that more comprehensive research on positive psychology be done at the country level.

The aim of this study was to design a paradigm model of the role of strategic human resource management with the approach of reducing organizational anomie in higher education.

The research method is mixed in terms of applied type, and the mixed research methods are exploratory in terms of successive types. The statistical population in the qualitative section consisted of 15 university professors in the field of human resources and managers of education and research in public universities who were selected by purposive and theoretical sampling. Data analysis was performed in the qualitative part of the data-based method and in the form of coding. The statistical population included a small number of professors and administrators of the studied universities who were randomly selected based on Cochran's formula of a sample of 384 people. The structural equation method and SPSS26 and SMART-PLS3 software were used to analyze the data in the quantitative part. Cronbach's alpha test was used for the reliability of the questionnaire and for validity by professors and experts.

In the qualitative section, by analyzing the interviews in the first stage, 228 initial codes were obtained. In selective coding, 17 main categories and 44 subcategories were extracted, and placed in a paradigm model. In the quantitative part, the results of the structural equation findings showed that the designed structural model is a good fit.

It can be concluded that by applying strategic management of human resources in the studied universities, organizational anomie can be reduced.

The present study was aimed to identify the challenges of students' physical activities during the crisis of the Corona outbreak. Nowadays, students are considered one of the important strata of the society due to the important role they play in the future administration of the country. The importance of this role lies in the fact that students are considered to be the main experts in various scientific, technical and artistic fields and finally managers and future leaders of other sections of the society, in the path of guidance towards perfection and the realization of the country's goals. In this regard, the higher education system, as a socio-cultural institution, plays an essential and decisive role in training human resources and accelerating the process of growth and excellence of the country. In fact, higher education is a social process that requires the presence of professors and students together in order to fulfill its function. Hence, the classroom is a physical and psychosocial space where wide interactions take place under natural conditions. Currently, due to the spread of the corona virus, which is considered the biggest global crisis after World War II (Safania, Safania, Ariadost 2019), a fundamental change has taken place in the physical and time-spatial context of the formation of classes. Also, the spread of this virus has caused fundamental changes in the educational, psychological and physiological structure of students (Pfefferbaum and Nars 2020). These conditions have completely ruled people's lives; On the other hand, despite the fact that a quarantine period is the best option and recommendation to stop infectious diseases, it will have adverse effects on other dimensions of people's health. The application of strict laws and regulations in the social activities of people in different countries and the closure of universities, schools, businesses, organizations and other centers have caused people, including students, to spend more time in their places of residence (Jiménez-Paven, Carbanel Bayeza). , Lavi 2020) This virus has adverse effects on all areas, so that today there is a belief that after reducing the spread of the corona virus and eliminating this virus, the psychological and even physical effects  remained for several years. The epidemic of Covid-19 showed that more than ever physical activity should be taken seriously not only in the prevention and control of non-communicable diseases, but also in strengthening the immune system to deal with infectious diseases (Chen, Liang, Li et al. 2020). The issue of immobility is very important in a society, especially among students, and it is necessary to measure and control the quantity and quality of their physical activity in order to improve the lifestyle of this group. It should be noted that due to the quarantine and the use of online education, during daily studies, the students spend a significant amount of time in the classroom, studying, using the computer and the Internet, and facing problems such as lack of motivation and problems in time management\, fear of final evaluation, hence, they have been involved physical weaknesses and related diseases. Currently, the lack of physical activity in students seems a big problem because the environmental risk factors and unhealthy behaviors that contributed to the development of heart diseases in adulthood were rooted in the lifestyle of childhood and youth. Therefore, considering the capacity of physical activities in improving the physical and mental condition of people and the significant role of these activities in reducing the mental and physical pressures, it was supposed as a suitable solution to solve this problem.

This qualitative research was conducted using the six-step method of Sandlovski and Barroso (2007). The meta-combination team consisted of faculty members who were experts in the field of higher education management and were familiar with the method of searching in databases, educational planning, curriculum planning, and also were proficient in meta-combiinaion research methods. 13 related research sources were used as the basis of the analysis that the extraction of 4 organizing themes, including mental health (including improving mental health, creating a spirit of cheerfulness and satisfaction with life), psychological consequences (including depression, managing stress and anxiety, and improving sleep quality ), lifestyle changes (containing free time management and improvement of quality of life) and self-management strategies of students (including non-communicable disease control, infectious diseases, muscle-neuro-musculo-neural diseases, cardiovascular diseases). The validity of data was proved using the techniques of reliability and transferability through researchers' self-review and alignment of data and reliability and alignment of researchers.

The components related to the challenges of students' physical activities and the examples found in the research were helpful to improve and develop educational and counseling programs in the complementary view of culturalization and coexistence in virtual education. In general, the findings of this article showed that controlling the challenges related to students' physical activities played a significant role in their physical and mental health during the outbreak of the Corona virus. Students have been considered the priority of any society, and in our country due to the youth population double their importance in the future administration of the country; therefore, their physical and mental health may directly affected the healthiness of both future society and the country. Despite the fact that the researchers tried to guarantee the validity of the study findings, presenting a category of the challenges of students' physical activities during the Corona outbreak, a precise framework of the mentioned examples based on solving the challenges of students' physical activities has not been compiled and validated. Hence, this issue can be the focus of future researches. Higher education policy officials and planners can use these findings in formulating and improving courses to deal with the challenges of students' physical activities.

One of the concepts raised in contemporary education is cognitive learning strategies and metacognitive learning strategies (Wolters 2003). Cognitive learning strategies and metacognitive learning strategies have valuable consequences in the process of learning, education, and even life success. Adaptation and success in school require that students expand and strengthen their cognition, emotions, or behaviors by developing learning strategies or similar processes so that they can achieve their goals (Wolters 2003). Among them, motivation is the most important condition for learning. Interest in learning is the product of factors related to the learner's personality and ability, task characteristics, incentives, and other environmental factors. Motivated students are easily recognized. They are eager to learn, interested, curious, hardworking, and serious. These students easily overcome obstacles and problems, spend more time studying and doing school assignments, learn more, and continue their studies after the end of the university course (Skinner and Belmont 1993; quoted by Memarian et al 2015). Academic motivation is defined as internal processes that stimulate activities and continue with the aim of achieving specific academic achievements (Pinreich & Zusho 2002, quoted by Areepattamannil 2011). In general, research results (Alexiou & Paraskeva 2013; Weisani, Lavasani & Ejei 2012; Salimi et al 2014) show that teaching cognitive learning strategies increases students' self-efficacy beliefs and motivation. According to the theoretical foundations and research, cognitive and metacognitive learning strategies have beneficial effects on the education and social life of students. So, the present research was designed and implemented to compare the effectiveness of teaching cognitive learning strategies and metacognitive learning strategies on the academic motivation of Tehran students in the academic year 2020-2021.

The current research was conducted as a semi-experimental pre-test and post-test with a control and follow-up group. The research population is students studying in Tehran in 2020-2021. An available sampling method was used to select the sample. First, because of the researcher's teaching in Khabar Faculty, Khabar Faculty of Applied Science University was selected. Then 3 general classrooms were selected and 30 students were randomly selected from among them and were replaced in the experimental groups 1 and 2 and the control group. There are three groups of 10 people, which include experimental group 1, experimental group 2, and control group, experimental group 1 was trained in cognitive learning strategies and experimental group 2 was trained in metacognitive learning strategies for 8 sessions in an online class through Skype software. However, there was no intervention in the control group. The inclusion criteria include a declaration of consent of all students to conduct the research, an age range between 20 and 24 years, not receiving any other treatment during the research period, undergraduate journalism students of Khabar Faculty in the 4th and 5th semesters, and gender of both male and female. Screening for lack of familiarity with strategies (getting a low score in the questionnaire on cognitive learning strategies and metacognitive learning strategies). Exclusion criteria include severe physical disability that prevents a person from participating in treatment sessions. Vallerend et al's Academic Motivation Scale (AMS, 1992) was used to collect data. The mixed variance analysis method was used to analyze the data.

In the groups of cognitive learning strategies training and metacognitive learning strategy training, the difference between the average scores of the pre-test stage and the post-test and follow-up stages is significant (p<0.01). The post-test and follow-up compared to the pre-test stage have increased significantly and the average scores of lack of motivation have decreased. The difference between the scores of the post-test phase and the scores of the follow-up phase is not significant (p<0.05), which indicates the stability of the treatment effects over time. In the control group, the difference between the scores of the pre-test stage and the post-test and follow-up stages, as well as the difference between the scores of the post-test stage and the follow-up scores, is not significant (p<0.05). In general, the results showed that the level of academic motivation of the students increased and also the post-test changes remained stable and constant during the follow-up period. In addition, this study revealed the difference between the two methods of cognitive learning strategies and metacognitive learning strategies, and the data showed that metacognitive learning strategies were more effective than cognitive learning strategies, but this difference is not significant.

Finally, this research also shows agreement with the previous research and points to the importance of teaching cognitive and metacognitive learning strategies in educational environments. These results can help university managers and professors to provide appropriate educational programs to improve students' academic motivation and help improve the quality of their academic experience. Also, this research is in line with the background of past research, and finally, in all variables, the research results showed that education Metacognitive strategies show a greater increase in the trend of variables than cognitive strategies.

the increasing growth of science and as a result the necessity of using new educational methods, tools and systems, beside critical situation of the corona epidemic and the closure of universities, despite the inevitability of the use of e-learning methods, it raises many concerns, such as the decline in the quality of education and the effectiveness of such training methods, as a major challenge for students. The purpose of this study was to determine the effect of virtual clinical education on the academic achievement of Shiraz medical assistants during the Corona pandemic period. Virtual education and its effectiveness on the level of learning and performance of medical students in a virtual way was a big challenge that educational centers of medical sciences universities will face in the future. With the onset of the Corona crisis and the adoption of strict rules regarding social distancing all over the world and the recommendation of educational guidelines that students should not have direct contact with patients, the importance and necessity of virtual education became more obvious. The crisis caused by the epidemic of Covid-19 has affected the educational systems in all countries all over the world like here in Iran, and has led to the closure of face-to-face courses, and on the other hand, the role and importance of non-face-to-face education has become more colorful. The covid-19 epidemic at the beginning of 2020 has forced people to observe social distancing and not be present in all areas of social life, including cultural and educational centers. Accordingly, an issue that faced a tough challenge to education in general and traditional education in particular and opened a new horizon towards paying more attention to virtual space. The present study was a descriptive cross-sectional study. This research seeked to determine the impact of virtual clinical training on the academic progress of the third and fourth year assistants of Shiraz Medical School based on Kirkpatrick's model during the Corona era in the academic year 2020-2021.The statistical population of this study was all third and fourth year medical assistants that the sample size was selected based on Cochran's formula, consequently, the number of 186 assistants were participated randomly. The tool for collecting information was a questionnaire measuring the attitude of medical assistants about e-learning, which was designed and used by Kian, Zarif Sanyaani and Karimian in 2022. This questionnaire has been prepared by using reliable and relevant scientific sources in addition to the respondent's personal characteristics in three emotional, cognitive and behavioral areas based on the Crickpatrick model in the form of 21 items. Then the assistants expressed their level of their agreement with each of the questions of this scale. They stated on a 6-point Likert scale.  Scores from 1 to 6 were assigned to options from completely disagree to completely agree, respectively. In addiotn, after the content validity of this questionnaire was confirmed by the designers, the obtained coefficients for each question were 8 that meant up to 1. The reliability of this questionnaire was also determined by the designers through Cronbach's alpha test calculated of 0/80. Next, the GPA of the previous semester was used to determine the academic performance of assistants. SPSS version 23 software was used for statistical analysis. After testing the normality of the data and as a result of the non-normality of the data distribution, the non-parametric, Spearman correlation test was used. The significance level was considered equal to 0.05. The entry criteria in this study were the third and fourth year of residency and the consent of the medical assistants to participate in the research, and those student's  with lack of consent were exited. The results of the present study indicated that the general average of the attitude and willingness of the assistants participating in this research to virtual clinical training based on the scale of Kirkpatrick model seemed higher than the average and desirable value. Assistants' general attitude towards virtual education had a positive and significant correlation with their academic performance. In other words, in parallel with the increase in the positive attitude and desire of the assistants for virtual clinical training, their academic performance had also improved. In line with the results of the present study, Wu determined that there is a significant difference in the test scores of the students by examining the average test difference in the two groups of traditional and virtual education. The emotional and cognitive aspects of Shiraz medical school assistants' attitude to virtual clinical training also had a positive and significant correlation with their academic performance. However, the level of residents' behavioral attitude towards virtual clinical training had no significant correlation with their academic performance. Therefore, in spite of the high sense and emotional desire as well as the relative understanding and knowledge of clinical virtual training, the assistants had not implemented a favorable behavioral attitude and evaluation in line with the implementation of clinical virtual training. This research finding was consistent with the results of the studies of Haji Khajelu et al. (2013), Khadivar and Rahmani (2014) regarding the practical obstacles of providing virtual education. To conclude, the virtual education had a significant effect on the learning rate of medical assistants, which demonstrated the effectiveness and usefulness of this educational method. These findings were consistent with the research conducted in other countries such as Cyprus (Uzgur and Uzgur, 2010), Tanili (2009), Thailand (Noy Tim, 2010), and Czechoslovakia (Hebakova, 2010).